GOVERNMENT SS 2 THIRD TERM

1. 
   Hugh Clifford’s constitution of 1922
   
2. 
   Features
   
3. 
   Merits and demerits
   

1. 
   Lead students to name different constitutions in Nigeria
   
2. 
   Organize a visit to the nearest office of national archives
   
3. 
   Guide the students to identify the common feature of the constitutions
   

1. 
   Features
   
2. 
   Merits and demerits
   

1. 
   Lead students to name different constitutions in Nigeria
   
2. 
   Organize a visit to the nearest office of national archives
   
3. 
   Guide the students to identify the common feature of the constitutions
   

1. 
   Macpherson Constitution of 1951
   
2. 
   Features
   
3. 
   Merits and demerits
   

1. 
   Lead students to name different constitutions in Nigeria
   
2. 
   Organize a visit to the nearest office of national archives
   
3. 
   Guide the students to identify the common feature of the constitutions
   

1. 
   Oliver Lyttleton’s Constitution of 1954
   
2. 
   Features
   
3. 
   Merits and demerits
   

1. 
   Lead students to name different constitutions in Nigeria
   
2. 
   Organize a visit to the nearest office of national archives
   
3. 
   Guide the students to identify the common feature of the constitutions
   

1. 
   Invite a resource person to give talk on the conferences held
   
2. 
   Organise a debate or drama on the merits and demerits of the conference.
   

1. 
   Features
   
2. 
   Merits and demerits
   

1. 
   Invite a resource person to give talk on the 1960 constitution
   
2. 
   Organise a debate or drama on the merits and demerits of the 1960 constitution.
   

1. 
   Features
   
2. 
   Merits and demerits
   

1. 
   Teacher lead discussion on Republican constitution of 1963
   
2. 
   Organise a debate or drama on the merits and demerits of the 1963 Republican Constitution.
   

1. 
   Features
   
2. 
   Merits and demerits
   

1. 
   Invite a resource person to give talk on the presidential constitution
   
2. 
   Organise a drama on the organs of government
   

1. 
   Features
   
2. 
   Merits and demerits
   

1. 
   Invite a resource person to give talk on the 1999 constitution
   
2. 
   Guide the students to identify the merits and demerits of 1999 constitution and discuss it.
   
3. 
   Organise an excursion to the state/national assembly to see the process of law making and court for judicial interpretation of the law made.
   

1. 
   The emergence of federalism in Nigeria
   
2. 
   Factors that necessitate the formation of federal government in Nigeria.
   
3. 
   Features of Nigerian federalism
   
4. 
   Problems of Nigerian federalism e.g.
   

1. 
   Revenue allocation formula
   
2. 
   Minority issues
   
3. 
   State creation
   
4. 
   Ethnicity rivalry problems.
   

1. 
   Teacher leads discussion on the reasons that led to the adoption of federalism in Nigeria.
   
2. 
   Discusses the major constitutional conferences of 1950, 57,and 58 as a prelude to the adoption of federalism and the issues involved.
   

1. 
   Federalism before independence from 1914 to 1959
   
2. 
   1960 – 1966
   
3. 
   1967 – 1975
   
4. 
   1976 – to date
   

1. 
   Teacher leads discussion on the political structure and division of powers in Nigeria federalism
   
2. 
   Leads debate on the advantages and disadvantages of federalism
   

1. 
   Meaning of sovereignty of God
   
2. 
   God the Creator
   

- Second account of creation

- Both accounts compared (Genesis 1&2, Psalm 19:1)

c. Sovereignty of God over individual lives. (Daniel 4:4-37, Isaiah 45:10)

• 
  Students to distinguish between things created by God and those made by man.
  
• 
  Discuss the implication of God’s Sovereignty over student’s lives.
  

1. 
   God’s control of the universe (Genesis 1:26-31, Amos 9:1-6)
   
2. 
   God controls the affairs of Nations (Jeremiah 18:1-6)
   

• 
  Students to imagine what happen if God withdrew from the world.
  
• 
  Discuss how human beings are dependent on God.
  

1. 
   Meaning of creed (Credo) ‘I Believe’
   
2. 
   B. content of the Apostles creed. See the Curriculum page 21. Or the Internet
   
3. 
   Trinitarian nature of apostles creed
   

• 
  Students to memorize the Apostles Creed.
  

1. 
   Meaning of Leadership
   
2. 
   Joseph as a leader
   

• 
  Joseph’s early life and arrival in Egypt (Genesis 37:1-28)
  
• 
  Joseph the governor of Egypt. (Genesis 41:1-57)
  
• 
  Joseph reconciles with his brothers. (Genesis 45:1-15)
  

• 
  Students to list personal and leadership attributes of Joseph
  
• 
  Compare Joseph’s leadership style with that of present- day club, school or state leader.
  

1. 
   The early life and call of Moses. (Exodus 1:1-3)
   
2. 
   God equips and sends Moses to lead the Israelites out of Egypt. (Exodus 4:1-17, 5:1-5; 22-33, 6:28:30, 7:7)
   
3. 
   Moses leads his people out of Egypt. (Exodus 14:1-31, 32:1-14, Numbers 13:1-33, 14:1-19)
   

• 
  Students are to list Moses’s leadership qualities and show how he used them.
  
• 
  Compare Moses leadership style with that of a leader with whom they are familiar.
  

1. 
   Joshua is chosen and equipped to lead Israel. (Numbers 13:16, 14:10, 27:15-23)
   
2. 
   Deborah as a Leader; Deborah leads the people to victory. (Judges 4:1-24)
   

• 
  Discuss the advantages and disadvantages that those who succeed great leaders have.
  

1. 
   God guided the people of Israel. (Exodus 13:17-22, Joshua 8:1-22).
   
2. 
   God guided His people today through the teaching of Jesus Christ in the Bible. (Hebrews 1:1, Matthew 11:27-30)
   

• 
  The students are to discuss various factors that help in decision making.
  
• 
  Discuss various ways in which God guided His people in the past and today.
  

1. 
   God’s protection over the Israelites (Exodus 14:10-30,)
   
2. 
   God’s protection over individual (Daniel 6:16-23)
   
3. 
   God’s protection available for all people at all times. (Psalm 91)
   

• 
  Discuss the significance of identity cards in the society.
  
• 
  Identify incidents that illustrate God’s protective powers in the passages.
  

1. 
   God provided for his people:
   

• 
  Food (Exodus 16:1-21)
  
• 
  Water (Exodus 17:1-7)
  
• 
  Light for night journey (Exodus 13:20-22)
  
• 
  Shade for sunny days journey (Exodus 13:20-22)
  

2. 
   God provided sustenance for Elijah and Zarephath widow during drought (I Kings 17:1-16).
   
3. 
   God requires our obedience to effect his provisions
   

• 
  Abraham (Genesis 22:1-13)
  
• 
  Elijah (I Kings 17:10-16)
  
• 
  Israelites (Exodus 16:19)
  
• 
  Zarephath widow (I Kings 17:10-16)
  

4. 
   Why provision were stopped (Joshua 5:11-12, I Kings 4:1-6)
   

• 
  Discuss the basic needs of man and how God provides for them.
  
• 
  Outline the conditions laid down by God for giving provisions.
  

1. 
   The irresponsible behaviour of Eli and the sons (I Samuel 2:12-25)
   
2. 
   The irresponsible behaviour of Samuel’s Sons (I Samuel 8:1-9)
   
3. 
   God’s pronouncement of judgement on Eli and his Sons (1Samuel 2:27-36, 3:1-18)
   
4. 
   The fulfilment of God’s judgement on Eli and his family ( I Samuel 4:10-22).
   

• 
  Discuss the misbehaviour of the children of Eli and Samuel, and God’s reaction.
  

1. 
   King Asa pleased God. ( I Kings 15:9-15)
   
2. 
   King Jehoshaphat follows his father’s way of life. (I Kings 22:41-44)
   

• 
  Discuss the role of parents in the upbringing of their children.
  
• 
  Students to write an essay on how parent’s ways of life influence the lifestyle of their children.
  

1. 
   Joseph was rewarded for obeying God’s law (Genesis 39:7-12)
   
2. 
   David was rewarded for respecting a civil rule (Exodus20:13, Psalms 26:1-12)
   
3. 
   The three Hebrew youths escaped death for obeying God to avoid idolatry (Exodus 20:3, Daniel 3:1-30
   
4. 
   Esther obeyed Mordecai (Esther 4:1-16)
   

• 
  Cite some examples of those who obeyed God and got rewarded
  
• 
  Discuss what seeming ‘advantage’ is given up in each case of obedience
  

1. 
   Saul’s disobedience (I Samuel 15:1-19)
   
2. 
   Consequences of Saul’s disobedience
   

• 
  Rejection as King (I Samuel 15:20-26)
  
• 
  The Spirit of god left Saul (I Samuel 16:14-23)
  
• 
  Saul and his son died same day (I Samuel 31;1-13)
  

• 
  List acts of disobedience that is common among SS students.
  
• 
  Discuss situations at school and home where disobedience leads to unpleasant consequences.
  

1. 
   Others who suffered for their disobedience
   

• 
  Disobedient Prophet (I Kings 13:11-24)
  
• 
  The Sons of Eli (I Samuel 2:22-25, 4:10-11)
  

• 
  Distinguish between delayed and immediate consequences of disobedience in life today.
  

1. 
   Meaning of Friendship
   
2. 
   Types of Friendship
   

• 
  Faithful and unconditional Friendship
  
• 
  Unfaithful and conditional Friendship
  

3. 
   The Friendship between Jesus, Martha and Mary (Luke10:32-42)
   
4. 
   Friendship between Jesus and Lazarus (John 11:1-44)
   
5. 
   David, Saul and Jonathan (I Samuel 18:19)
   
6. 
   Characteristics of good and bad friends
   

• 
  Guides students to list examples of good and bad friends.
  
• 
  Discuss types of friendships that exist among their peer-group.
  

1. 
   David submits to the will of God (I Samuel 26:1-25, II Samuel 12:15-25)
   
2. 
   Jonah submits to the will of God (Jonah 1-2)
   

• 
  Guide students to explain the terms ‘Submission’ and ‘Will of God’
  
• 
  Guide students to debate whether David should have killed Saul or not
  
• 
  Students to recount the story of Jonah
  

1. 
   Solomon’s request for wisdom of God (I Kings 3:3-15)
   
2. 
   How Solomon applied his wisdom (I Kings 3:16-23, 4:29-34)
   
3. 
   Building of the temple and its dedication (I Kings 5:1-12, 8:1-53)
   

• 
  Define the concepts ‘Wisdom’
  

• 
  Guide students to suggest different ways of taking right decisions.
  
• 
  Ask how one can get wisdom from God and other sources (James 1:5-8).
  

1. 
   Solomon’s unwise decision (I Kings 9:15-23, 11:1-13)
   
2. 
   Rehoboam unwise decision and its consequences (I Kings 12:1-20)
   

• 
  Mention some consequences of wrong decisions.
  
• 
  Explain the relevance of going for counselling before taking major decisions.
  
• 
  Video clip depicting the disastrous consequences of wrong decisions e.g. War films.
  

1. 
   Meaning of Greed
   
2. 
   Ahab seizes Naboth’s vineyard (I Kings 21:1-2, 16)
   
3. 
   The effects of Ahab’s greed. (I Kings 21:17-29)
   
4. 
   Gehazi’s greed and its consequences (II Kings 5:1-27)
   

• 
  Lead discussion on greed and how in Nigeria it has led to massive corruption
  

• 
  Definition of Supremacy
  
• 
  Situation that leads to the pronouncement of the period of drought. (I Kings 16:29-34, 17:1-7, 18:1-19)
  
• 
  Elijah pronounces the period f drought (I Kings 19:1-18)
  
• 
  Obadiah protected the prophets of God.
  

• 
  Lead the students to identify areas of religious tension in Nigeria.
  
• 
  Discuss the courage of Elijah and Obadiah.
  

1. 
   The contest on mount Carmel (I Kings 18:20-46)
   
2. 
   Failure of Baal in the contest to the success of the true God.
   
3. 
   God’s (Ark of God) supremacy over Dragon of Philistine ( I Samuel 5-12)
   

• 
  Let the students describe the god or gods worshipped in their areas
  
• 
  Point out the reason for the failure of Baal
  
• 
  Discuss the Supremacy of God.
  

1. 
   Prevalent religious evils at the time of Josiah (II Kings 22)
   
2. 
   Josiah’s reforms in Judah (II Kings 23:4-14, 21-30)
   

1. 
   Religious reforms in the North (II Kings 23:15-30)
   
2. 
   Some areas of religious reforms in Nigeria e.g. Removal of adulterous Priests, Pastors, Spiritualists, homosexual, lesbians, tribalism etc.
   

• 
  Leads a discussion on areas that need reformation in the Churches and the society as a whole.
  
• 
  Allow the students to examine selves to know if their religious and social lives tally with the Word of God.
  

1. 
   The captivity and destruction of Jerusalem (II Kings 24; 25:1-17
   
2. 
   Report on the condition of the Nation. (Nehemiah 1:3
   
3. 
   The concern of Nehemiah, Ezra and Zerubabel for their Nation and their responses to the state of the Nation despite opposition (Nehemiah 1:1-11, 2:9-20, Ezra 1:5-11; 7:1-10)
   

• 
  A paper chart containing the National Anthem and National Pledge.
  

1. 
   Reconstruction of the Nation in the face of opposition (Ezra 4; 5:1-2, 6:13-22, Nehemiah 4:1-23)
   
2. 
   Responsibility to our Nation Nigeria
   

• 
  Political and Economic stability
  
• 
  Spiritual reawakening etc.
  

• 
  Ask students to identify areas in our National life that needs to be reformed; and arouse their interest to seek the good of the country.
  

1. 
   The command to worship King Nebuchadnezzar’s image ( Daniel3:1-7)
   
2. 
   Refusal of Shadrach, Meshach and Abednego to worship the King’s image
   
3. 
   Punishment of the refusal and God’s deliverance
   
4. 
   Effects of their faith and courage on the people of Babylon and Jews.
   

• 
  Let the students identify where God gave the command not to worship other god in the Bible.
  

1. 
   A decree to worship the King (Daniel 6:1-9)
   
2. 
   Daniel expresses his faith in God (Daniel 6:10-15)
   
3. 
   Daniel in the lion den. (Daniel 6:11-18)
   
4. 
   The power of God manifested (Daniel 6:19-24)
   
5. 
   Effects of Daniel’s faith (Daniel 6:25-28)
   
6. 
   Qualities of Daniel (Daniel 1:3-8, 6:3-5,10, 16:6; 22-23)
   

• 
  Lead the students to identify the circumstances under which Daniel expressed absolute faith in God.
  

1. 
   True religion: It is not merely attending Church services, programmes and contributing to the Church. (Amos 5:21-23, 25, 4:4-5) It demands purity of heart, honest desire and justice. (Amos 5:4, 14-15; 24)
   
2. 
   Social vices at the time of Amos (Amos 2:6-8, 4:1-2, 5:7-13)
   

• 
  Lead students to discuss what true religion is and what is not.
  

1. 
   Opposition against Amos by Amaziah Priest of the royal sanctuary (Amos 2:10-17)
   
2. 
   Divine judgement of the evil doers (Amos 4:2-3, 4:6-10, 5:14-20, 6, 7:16-17, 8:9-10)
   
3. 
   Risks often faced by those who carry out divine messages:- persecution, death, denial of promotion, loss of job etc.
   
4. 
   The need to remain steadfast.
   

• 
  Lead students to identify social evils in Nigeria today.
  

1. 
   God asks Hosea to marry Gomer a harlot and raise children by her.
   

• 
  To illustrate Israel harlotry in forsaking God and following idols (Hosea 1)
  

2. 
   The unfaithfulness of Israel to God and continuous love for her (Hosea 2:3)
   
3. 
   Israel’s superficial response to God’s love (Hosea 6:1-11)
   
4. 
   God’s demands steadfast love and knowledge of Him (Hosea 6:6)
   
5. 
   Positive responses to God’s love requires penitence (Hosea 6:1-4)
   
6. 
   God promises restoration for those who return to Him in repentance (Hosea 14)
   

• 
  Identify Hosea’s theme message.
  
• 
  Explain the symbolic nature of Hosea’s marriage and the significances of the names of his children.
  
• 
  Lead students to respond positively to God’s love before it is too late